1. Title: UbD Unit Plan Subject/Course: Alternative English/
Communication Arts
Topic: PENS Writing Strategy Grade: 11 Teacher: D. Hoffman
Stage 1- Desired Results
Established Goals: Ensure all students are capable and confident learners who are well-equipped to understand the
following Communication Arts Standards, Goals, and GLEs:
Show-Me Knowledge Standards:, CA1, CA2, CA3, CA4, CA5, CA6, CA7, SS6, SS7
Show-Me Performance Goals: CA1 #1-10; CA2 #1-7; CA3 #1-8; CA4 # 1-8
Communication Arts GLEs: R: 1C-1 I, 2A -2C, 3A-3D; W: 1A, 2A-2E,3A; L/S: 1A, 1B, 2A, 2B; IL: 1A-1D, 2A
Understandings: Essential Questions:
Students will understand that proficiency in 1. What are the key parts of a sentence?
the sentence writing strategy will increase 2. How can you recognize a complete sentence?
written expression skills 3. How do you write sentences?
Students will understand the elements of a 4. What kind of words can you use for subjects?
5. What kind of words can you use for verbs?
complete sentence.
6. How can you use PENS when writing a sentence?
Students will understand how to recognize 7. How does knowing how to write a variety of
and generate four types of sentences: sentence types help you?
simple, compound, complex, and compound- 8. How can you use the verb-subject identification
complex. procedure to ensure you have a complete sentence?
Students will understand the concepts 9. What are the components of a compound sentence?
included in the fundamentals of sentence 10. How do you decide what type of formula to use?
writing. 11. How does using different sentence formulas and
Students will understand to organize and types make your writing interesting?
express thought through writing sentences. 12. Explain the importance of a complex sentence?
13. How can you improve your writing skills with PENS?
14. How can you use writing to achieve your goals?
15. How can you use PENS in other classes?
16. How can you keep your commitment to using PENS
in the future?
Students will know… Students will be able to…
1. how to write with the conventions of standard 1. write standard English accurately (including
written English, including grammar, usage, and grammar, usage, punctuation, spelling,
mechanics. capitalization)
2. the following concepts regarding sentence
writing: 2. search and check text for subject, verbs,
coordinating conjunctions, types of sentence
Capital letter Prepositional phrase formulas
End punctuation Adjective
Subject Main subject 3. write four types of sentences (simple,
Action verb Complete subject compound, complex, and compound-
Linking verb Helping verb complex)
Simple sentence Adverb
Infinitive 4. participate in formal and informal written
presentations and discussions of issues and ideas

2. Stage 2- Assessment Evidence
Performance Tasks – Other Evidence –
Students will demonstrate standards by: Quizzes
Tests
1. writing standard English accurately (including
grammar, usage, punctuation, spelling, Final Exams
capitalization)
Academic prompts
2. searching and checking text for subject, verbs,
coordinating conjunctions, types of sentence Observations
formulas
Homework
3. writing four types of sentences (simple,
compound, complex, and compound-complex) Learning Journals
Essays
4. participating in formal and informal written
presentations and discussions of issues and ideas Unit Organizers
5. participating in guided practice, advanced Concept Diagrams
practice, and independent practice
Student Reflections
6. answering essential questions in a learning
journal Self-assessment through charting of goals and
progress
7. reciting verbal practice checklists Group Discussions
8. imitating teacher models Marzano Instructional Strategies
9. charting progress on graphs Archer’s Strategies for School Success
10. developing a classroom mission Other research-based instructional strategies
Stage 3- Learning Plan
W=Teacher will help the students know where the unit is going and what is expected. The teacher will know where the
students are coming from (prior knowledge, interests).
H= Teacher will hook all students, and hold their interest with daily essential questions.
E=Teacher will equip students, help them experience the key ideas, and explore the goals and objectives.
R=Teacher will provide opportunities to rethink and revise their understandings and work.
E=Teacher will allow students to evaluate their work and its implications.
T=Unit will be tailored (personalized and differentiated) to the different needs, interests, and abilities of learners.
O=Units will be organized to maximize initial and sustained engagement as well as effective learning.
1. Teacher will post the day’s agenda.
2. Teacher will post essential question and course goal for the day.
3. Students will answer essential question in their journals.
4. Students will choose a personal goal and record course goal.
5. Students will assess prior knowledge with a pre-test.
6. Teacher will describe the material, model the task, and cue verbal practice of task.
7. Teacher will cue controlled practice and advanced practice of task.
8. Student will display knowledge of lesson through independent performance task.
9. Student will show cumulative understanding and mastery through post-test.
10. Student will generalize writing skills and formalize future commitment to PENS.

3. Title: UbD Unit Plan Subject/Course: Alternative English/
Communication Arts
Topic: Grade: 11 Teacher: D. Hoffman
Reading/Writing/Speaking/Listening
Stage 1- Desired Results
Established Goals: Ensure all students are capable and confident learners who are well-equipped to understand the
following Standards, Goals, and GLEs:
Show-Me Knowledge Standards:, CA1, CA2, CA3, CA4, CA5, CA6, CA7, SS6, SS7
Show-Me Performance Goals: CA1 #1-10; CA2 #1-7; CA3 #1-8; CA4 # 1-8
Communication Arts GLEs: R: 1C-1 I, 2A -2C, 3A-3D; W: 1A, 2A-2E,3A; L/S: 1A, 1B, 2A, 2B; IL: 1A-1D, 2A
Understandings: Essential Questions:
Students will understand that text/literature 1. How do people overcome adversity?
conveys an understanding of the human 2. How do people react in crisis situations?
condition – the conflicts, relationships, and 3. Are some skills more important than others in
philosophies that transcend time and place. helping us to succeed in the career world?
Students will understand that text/literature 4. How do I control my fate?
reflects and embodies the values of its social and 5. How is courage revealed?
historical context. 6. How do my goals determine my actions?
Students will understand literary techniques and How do my actions affect my goals?
effects provides evidence for interpretation and 7. How do my actions determine my fate?
analysis of text/literature.
8. How can the human spirit manage to
Students will understand that writing in response
triumph in a world of chaos?
to text/literature enables the reader to develop
9. How do family, race, class, region,
critical thinking skills necessary for mastery of
text/literature interpretation.
religion, gender, and country influence
Students will understand that antonyms and our capacity for self restraint?
synonyms help define unfamiliar vocabulary. 10. How does society define heroism across time?
Students will understand how authors use literary 11. What is the nature of humanity’s struggle
devices in their stories for between good and evil?
different effects/to provide the reader with 12. How does an individual fight against an unjust
particular information. or corrupt society?
Students will understand the concept of 13. How do universal themes in literature help us to
competition within friendship. make sense of ourselves and our world?
Students will understand the process of self- 14. How do I learn unfamiliar vocabulary so that I
discovery that characters experience. can understand the story?
Students will understand how to write an outline 15. How do some characters proceed through a
for a five paragraph essay. process of self-discovery?
Students will understand how to write a five 16. Why do you do what you do?
paragraph essay. 17. Why do you think what you think?
Students will understand how to document 18. Why do you say what you say?
sources in their essay.
Students will know… Students will be able to…
Reading: 1. speak and write standard English accurately
(including grammar, usage, punctuation, spelling,
1. Students will know what the text says explicitly capitalization)
and what can be inferred logically from the text.
2. Students will know what is meant by words and 2. read and evaluate current event articles, fiction,
phrases in context, including connotative

4. meanings and figurative language. poetry, and drama
3. Students will know how to evaluate the reasoning
and rhetoric that support an argument or 3. read and evaluate nonfiction works and material
explanation. (such as biographies, newspapers, technical
4. Students will know how to draw upon relevant manuals)
prior knowledge to enhance comprehension, and
note when the text expands on or challenges that 4. write formally (such as reports, narratives, essays)
knowledge. and informally (such as outlines, notes)
5. Students will know how to apply knowledge and
concepts gained through reading to build a more 5. comprehend and evaluate the content and artistic
coherent understanding of a subject, transfer aspects of oral and visual presentations (such as
knowledge of additional texts, and to solve story-telling, debates, lectures, multi-media
problems. productions)
Writing: 6. participate in formal and informal presentations
and discussions of issues and ideas
Students will know how to write with the conventions of
standard written English, including grammar, usage, and 7. identify and evaluate relationships between
mechanics language and culture
Stage 2- Assessment Evidence
Performance Tasks – Other Evidence –
Students will demonstrate standards by: Quizzes
Tests
1. speaking, writing, and listening to standard
English accurately (including grammar, Final Exams
usage, punctuation, spelling, capitalization)
Academic prompts
2. reading and evaluating current event Observations
articles, fiction, poetry, and drama
Homework
3. reading and evaluating nonfiction works
and material (such as biographies, Learning Journals
newspapers, technical manuals) Essays
4. writing formally (such as reports, Advanced Organizers
narratives, essays) and informally (such as
outlines, notes) Unit Organizers
Concept Diagrams
5. comprehending and evaluating the content
and artistic aspects of oral and visual media Guided practice
(e.g., videos, pictures, websites, artwork, Independent practice
plays, story-telling, debates, lectures, multi- Student Reflections
media productions and/or news programs)
Self-assessment through charting of goals and
6. participating in formal and informal progress
presentations and discussions of issues and
Group Discussions

5. ideas
KU Learning Strategies
7. identifying and evaluating relationships
between language and culture
Archer’s Strategies for School Success
8. implementing Marzano instructional
strategies
Other research-based instructional strategies
Stage 3- Learning Plan
W=Teacher will help the students know where the unit is going and what is expected. The teacher will know where the
students are coming from (prior knowledge, interests.
H= Teacher will hook all students, and hold their interest with daily essential questions.
E=Teacher will equip students, help them experience the key ideas, and explore the goals and objectives.
R=Teacher will provide opportunities to rethink and revise their understandings and work.
E=Teacher will allow students to evaluate their work and its implications.
T=Unit will be tailored (personalized and differentiated) to the different needs, interests, and abilities of learners.
O=Units will be organized to maximize initial and sustained engagement as well as effective learning.
1. Teacher will post the day’s agenda.
2. Teacher will post essential question and course goal for the day.
3. Students will answer essential question in their journals.
4. Students will choose a personal goal and record course goal.
5. Students will assess prior knowledge related to course goal.
6. Teacher will present instruction pertaining to course goal.
7. Teacher-selected text will be examined, analyzed, and interpreted.
8. Knowledge of lesson will be assessed through performance task.
9. Cumulative understanding will be assessed through unit quizzes and final exams.